LINGUIST List 17.684|
Sun Mar 05 2006
Calls: Psycholing/Italy;Lang Acquisition/France
Editor for this issue: Kevin Burrows
As a matter of policy, LINGUIST discourages the use of abbreviations or acronyms in conference announcements unless they are explained in the text. To post to LINGUIST, use our convenient web form at http://linguistlist.org/LL/posttolinguist.html.
The Architecture of Language. From Cognitive Modelling to Brain Mapping and Back
Research on Second and Foreign Language Acquisition and Teaching
Message 1: The Architecture of Language. From Cognitive Modelling to Brain Mapping and Back
From: Valentina Bambini <v.bambinisns.it>
Subject: The Architecture of Language. From Cognitive Modelling to Brain Mapping and Back
Full Title: The Architecture of Language. From Cognitive Modelling to Brain Mapping and Back
Short Title: ArchLang 2006
Date: 08-Jun-2006 - 10-Jun-2006
Location: Pisa, Italy
Contact Person: Valentina Bambini
Meeting Email: < click here to access email >
Web Site: http://alphalinguistica.sns.it/ArchLang/index.htm
Linguistic Field(s): Cognitive Science; Neurolinguistics
Call Deadline: 15-Mar-2006
'The Architecture of Language' is an international conference focussing on the brain aspects of language functioning. The aim of the meeting is to rethink the global architecture of language by combining data from functional exploration of the brain with proposals from the linguistic and cognitive science, thus favouring the interdisciplinary dialog.
Susan Bookheimer, Stefano Cappa, Alfonso Caramazza, Angela Friederici, Brian Mac Whinney, Andrea Moro, Mark Turner, Michael Ullman.
The meeting will also host a Workshop on Lexical Complexity, with presentations by Valentina Bambini, Marcella Bertuccelli Papi, Cristina Cacciari, Vittorio Gallese, Costanza Papagno.
Pier Marco Bertinetto, Marcella Bertuccelli Papi, Alessandro Lenci, Giovanna Marotta, Pietro Pietrini
Bruno Bara, Cristina Burani, Manuel Carreiras, Gennaro Chierchia, Francesco Di Russo, Mario Guazzelli, Remo Job, Alessandro Laudanna, Claudio Luzzatti, William Marslen-Wilson, Jacques Mehler, Lavinia Merlini Barbaresi, Daniela Perani, Vito Pirrelli, Luigi Rizzi, Carlo Semenza, Tim Shallice, Deirdre Wilson
Satellite activity of the 12th Organization for Human Brain Mapping Meeting, Florence, June 11-15, 2006.
The organizers invite researchers to submit abstracts for poster presentations and/or oral communications addressing topics in the fields of experimental psycholinguistics and neurolinguistics
Abstract submissions are limited to a total of 500 words (not including title, authors, and affiliations), organized in the following sections: Introduction, Methods, Results, Discussion. Abstracts may also include either a table and/or figure(s). All contributions should be in English.
To submit an abstract, Authors should fill out our on-line form.
All submitted abstracts will be reviewed by at least 2 members of the Scientific Committe. Approval decisions are based upon these reviews.
Authors selected for poster or oral presentations will be notified by March 31, 2006.
Abstracts selected by the Scientific Committee on the basis of scientific merit will be published in the conference proceedings, along with main speakers' contributions.
Message 2: Research on Second and Foreign Language Acquisition and Teaching
From: Veronique Georges Daniel <colloquegroupelca.org>
Subject: Research on Second and Foreign Language Acquisition and Teaching
Full Title: Research on Second and Foreign Language Acquisition and Teaching
Short Title: DILTEC
Date: 06-Sep-2006 - 08-Sep-2006
Location: Paris, France
Contact Person: VERONIQUE Georges Daniel
Meeting Email: < click here to access email >
Web Site: http://colloquegroupelca.org
Linguistic Field(s): Language Acquisition
Call Deadline: 07-Mar-2006
Research on second and foreign language acquisition and teaching
Paris, 6-8 September 2006
Organized by Groupe 'Langues en contacts et appropriations', DILTEC, Paris III
Call for papers
Research on second and foreign language acquisition has been conducted during the past thirty years from various theoretical perspectives, focussing on multiple factors, cognitive and social. Lately, several attempts have been made to describe developmental routes and stages in the L2 acquisition process. They mainly consist of lists of morphosyntactic means pertaining to the noun phrase, to the verb phrase, and to the clause, that are mustered by learners at given stages for a specific L1. SLA research has also been devoted to classroom discourse and teaching activities during the past years. Yet, the relevance of SLA research for second or foreign language teaching is regularly questioned. This conference aims at a dialogue between researchers in language acquisition and language pedagogy over grammar, the lexicon, pragmatics, and discourse.
This conference invites SLA researchers and those involved in research on second language pedagogy to examine their findings in terms of its relevance for language teaching.
Proposals that include specific interest for language teaching are expected. They will focus on the learning of L2 (or L3, L4 or Lx) grammar, lexicon, pragmatics, and discourse in classroom or guided settings. The mode of implication of teachers and learners during the SLA research process shall also be discussed from the angle of the impact of the research design on teaching activity and, conversely, from the angle of the intricate relation between teaching and researching.
Proposals are expected to fit in one of the following sections :
A. Discourse practices and grammatical marking: teaching and learning.
In this section , shall be discussed the relations between grammatical markers, lexicon and the learners' discourse practices. The learnability of discourse, of macrosyntactic patterns and of the grammatical markers of the target language shall be examined as well as the order of acquisition of different L2 forms and of different functions for a given form. The teachability of macrosyntactic structures and of grammatical markers in their specific context shall also be discussed.
B. L2 development, curriculum design, pedagogical grammars and testing
Contributions which bear on the use of research findings in SLA to design teaching and testing materials will be selected for this section. The focus will be on the analysis of curriculum design and of teaching activities that are organized to enhance and facilitate the input-intake process. Theoretical constructs involved in course and class design shall be discussed.
C. Research design and teaching tasks and activities in L2 learning
The design of data collection for SLA research may foster or develop L2 classroom learning. This workshop is devoted to methodological and theoretical issues related to the organization of data gathering and other experimental tasks of SLA research in relation to learners and teachers, and teaching activities in institutional settings.
Proposals based on empirical data analysis are most welcome.
Contributors are asked to submit two copies of their proposal (about 300 words long) before the 7 th of March 2006 (final deadline) - one the copies will have been anonymized - to colloquegroupelca.org
Acceptance or refusal of the submitted proposal shall be notified on the 16 th of April 2006.
Organizing committee : Catherine Carlo, Cyrille Granget, Dominique Klingler, Kim Jin-ok, Mireille Prodeau, Kamila Sefta, Georges Daniel Véronique
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